Edwards 





High School Libraries ‘in [tlinots 











ia 
et Sane 


Return this book on or before the 
Latest Date stamped below. 


University of Illinois Library 





L161—H41 





~ HIGH SCHOOL LIBRARIES IN ILLINOIS 


BY 


FORREST GLENN EDWARDS 
A. B. Lombard College, 1907 


THESIS 


SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 
FOR THE DEGREE OF MASTER OF ARTS IN EDUCATION 
IN THE GRADUATE SCHOOL OF THE 
UNIVERSITY OF ILLINOIS 
1922 


URBANA, ILLINOIS 












s 


ee. The author would be lacking in even the 
elements of common courtesy if he failed to exe 
_ —- «press his appreciation to all those who have 
_ gfide@ him in thie work. Most of the work on 
; ~ this thesis wae done uniter the supervision of 
_ She late Dr. C. H. Johnston. Many valusbdle 
| tions have been received from Mr. P.be 
Ww Director of the Library Sehool of the 
ipa Fg of Illinois, and his staff. The. 
sai sliso fesis indebted indeed to Dr. 6.2. 
“: Dean of the College of Education, 
Re _ thivaralyy of Illinois, without whose kindly 
+ @ounsel this thesis could not have been fin- 





4i 













. The basal iden of this thesis is threefold. It ie attempted 
i e108 tire, actual soniitions in the high eghool libraries of 

3 ae with aotual gonditione as @ basis, to offer sug- 
eotione a improving the high school library eAtuation; and 

| atra, an attempt is made to aid in thie improvement by compiling 
mw rollable beck list. The preparation ef the book list waa the 





ajor problem of thie investigations 

 ~For tale compilation, all the proourable atate liste issued 

y atate departments of edueation epeoifioally for high school 

t aries were usede State manuals gonerally represent liste 
plied from standard sources, euch a6 the AsbeAs lists, liste 
sued by the federal Bureau of Eduoation, eto. Alec every etate 
4 ist hae been ravised and checked by the teachsre of that state, 
a > Gepaee these lists represent not only the opiniones of profeestonal 
a but alao of. aotual high seheol teachers ag to what books 
“are found most useful in their school works It should ve noted 





The asoond part of this thesis is based on what was considered 


: a the most significant cenditicne revealed by the questionnaire sum- 
a 1 @earised in Part One. Most of the suggestions offered are not 


; 4 ‘original, but were collected from sources mentioned in the bibli- 

















ZABLE OF CONTENTS 


PART I 
SUMMARY or QUEST? ONNATRE SENT TO ILLINOIS HIGH SCHOOLS 
THE HIGH SCHOOL LIBRARY 






BrOMUOtLONs ses ee see rseresseeeeeceeeseccccsenesece sees 
. The aim of this inveatigation - Copy of the quea- 
tionnaire used + Methods used in tabulating this 
ar ~ Critioisom of the method used - Heasures 
Ue8ae 


& TV nb ote bh 649664568544 046s 09846006 0 S54 OR ODR OEE SES 
Number of reports used, average enrollment, number of 
booke in the library and yearly additions = Annual ap- 
propriations « Seleotion of books «- The length of time 

the library remains open « Profescional and academic 
training of the librarians <= Subjects taught by the 

_ 4ivrarian « Does the teacher consider herself a 
. teagher or a librarian?~ Yhat assistants has the li- 

brarian? « Ie the library in a asparate room? Por- 

gent of the enrollment seated in the library, area of 

. flecr space, dimensions of the library room - The fia 

turea of the library roome Has the library a card file 


ize the publicationg of the federal and state govern- 
monte? « How many magazines does the library subseribe 
for? = How much ie the iibrary used? - How is it used 


by the different high school] departments? = Cooperation 


_- betwaon the high schoo] and publid library - Which te 
the most used, the public or Sich school library? 


Group POC TUTTE TTTITELOT TT LIL TT LTT 
Suamarized under same tepics ae in Group IV. 


Group TD cen san ser eeen esse rene senareaerrrencurssenvenes 
zs Summarized under same toples as in Groupe ITI and ‘Iv. 


Group Fore POOR eRe DERE HESEHEHESSEEREH EOE RERHOES ORES SOO NEES: 
ye Sumsarised as in preceding groups. 

Table ee ee ee eee eee es ees oe eee ee es 
BS Showing the number of soheols considered in oaoh 
we group = the average enroliment - the average appro- 
ae 

4 priation per pupil fer library books = the averae 
wid number of volumes in the high scheol library = the 
a per gent of booke for references only» 


ae numbor of books in the high echeol llbrary and the 
) eoet of the hich sohool library in POOP ALecesaees 


- General resume of important pointe disclosed by the 
QUOBSTLONMNAL EG ere seerseeersereeurereesraneneneesare 
Sumnariged for each group separately. 


iid 


Page 
1 


and a olipping or picture file? = Does the library util- 


17 


23 


ol 


32 











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3 
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Vas ¥L 


LIBRARIZS OF ILLINOIS 


a:  sgeations in ie hyd 4 hs vee ou ab hk 






he sélection OL DOOKSscecsvessncccnases 


finimum number of boeks which should be found in the 
ALS BONOOL LADTATY ccc csc cccccvesssnserevsseses 
Phe yearly appropriation for the library and how it 
SHOULE OO Spanbercrcencccveavevesses 


oe eo eo eee Hetaaeseuneae , 


The library room; fixtures, shelving, GtoO.rcerceseecces 


*. 


The relationship bdetween the public and sah acheol 
ee re see eb @ . 8 


e*@#e@e8e erat eue 


Tacksesiin of the bigh sohoo] Librarys..ecseresseceees ‘ 


Course of atudy for pupils learning how to use the 
LADLOPV ccrccceccreeues oo 2 a eeeeeevsv ave ° 


‘Pinad summary of suggestions for Illinois high school 
| RRS 3 ey re eee ee ee ee ee 


o*eseoemeweeeesees 


MAVLAOREGDDY sce civecreeesseecenereeesesererssasensesens 


PART III 
Mas. BOOK LIST 


 “Desoription of the state lists from which this list was 


BOMPLLSWe ces cevece reeves escereeseseecerereesesesece 


Metnod by which tais iilat was BOLCOCCUD se eereeeeraececes 


a  eedetwagauas 
Index to publi snerse aseeaeaepeaesweeeeseeereeoevsve eae esanev esa ea7e ee 6 @ 
Book OS Ee eee eee ere ee a ee#e#e®e@¢ees e»oaeeceese#e#etées#teeeeet#e#e#steeeee 


Sumsary of all bocka wentioned five tinies or mores...e- 


PART If 
SUGGESTIONS FOR IMPROVING CONDITIONS IN HIGH SCHOOL | 


iv 


Page 


49 


Sl 


56 
61 
63 
65 
69 
2038 









Ok ee 
we ey! er i 
Z rai a Io 4 a 


* 


ss HEGH SCHOOL LIBRARIES 














| PART I | 
| SUMMARY OF A QUESTIONNAIRE SENT TO ILLINOIS HIGH 
SOHOOLE OW THE NIG! SCHOOL LIBRARY 








| ATM 
The aim of Part I. is to show exact practices in the high — 
echool 1ibrarics of Illinole. To seoure thie data a question- 
naire wae gent out by the dapartnant of education of the Uni- 
versity of Illincie to 400 high schools of the state, during the 
latter part of the year 1916+ A blank copy ef the questionnaire 
is inserted at tho end of this paragragh. When the replies were 
ail in, it was found that about 80% of the entire number ef four- 
year high sshocls in the state had reported. In tabulating this 
n umterial, after a preliminary eurvey it eecsed wies to separate 
saad achoels into four eroupe. 
COPY OF QUESTIOUSAIRE 


What is the enreliment of your <ehcol? 
How many books does your hich sohool library contain? 
umber of separate titica?- 
: “snag appropriations are made for_the library each yoar? 


How many volumes sdded to the eee during the ourrent year? 
Ps How many by purchase? By donation 
sow are the booke fer the “ee eohcol library selected? 
From what source are they sslected? 
What time dees the library epen in the morning? 
What time dows it glose? 
~ ow leng does the library remain open continuously? 
What professional training in ilbrary work hae your 
librarian had? 
Awadenio training? 
€ Dees the laheesion consider her ‘salary paid for library work 
only? How meny hours dooe the librarian eperS in 
the Library each ye How many houre doos the Librarian 
spend in teaching and what does she teach? 
Humber of library asaistante? - . Students? Toeachere? 
Humber of hours of time given by each? e 
Zature of the duties of the assistants? 
Ie the library in «@ esparate room? 
If net, where is it housed? | 
| eee sicnsof the library roca? 
Seat eapacit | 
“that paatieen’ has the library room? Has it tables? Chairs? 
Pilotureat Bulletin boarde? School trophicss? Statuary? 
Exhibits of aohool work? Potted plante? Rare or 
 dliustrated bocke? 


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Humber of sieiatnns subscribed for? 

Are they bound for future use? 

Number of federal bulletins received? 

Are they bound for future use? 

Deo you favor the open shelf or closed shelf arrangement? 
VYhat other things not enumerated above dees the library have? 
Ie the library used by the ‘grammar school pupils? | 
By the comaunity? 

Are records and reports of circulation kept? Borrower's 
cards issued? Average daily attendance in the library? 

flas the library a printed book i141st? 

What department makes the most use of the library? (Znglisch, 
History, Asriculture, ete.) fiow do they use it? 

Deo pupils get especial credit for work done in the pees 
under these teachers? 

Do the vocational desartments such ae the Domestio Selence 
and Herus] Training use the library? How? 

What vooational guidance is being done thru the library? 

Who hae charge of your vocati guidance work? 

Have you @ colleetion of college eataloga? 

How le thie colileotion used? 

Are lessons given in the use cf the library? To classes? 
To individuals? 

Are such lessons Slioved extra credit? 

Ie ingtruction given in the choice of reading matter for 
Pleasure and recreation? By whoa? 

Any ccopsration between the library and the seolal activities 
of the sehool, such as reading olubs, paront+teachers 
aecsogiations, debating clubs, eteo.? 

Ie there a public library in thie district? 

Cooperation between the public library and the sehcol? 

. Specify how? 

Is the public library used mors than the high aehool 

library? 

In what rospesot? 


ee HETHODS USED IN TABULATING THIS MATERIAL 
The grouping referred to in the previous paragraph sas based 
on the following roaecné. A proliminary survey of the material 
reseived indleated that on the whole, schoole of from 1700 pupile 


te 880 pupile were following about the same practices. This is 


Qroup 1¥. Again, there secmed to be a aiailarity in anewers to 


- the questionnaire in secshools ef from 880 to 840 pupile. Phie is 


| Group III in thie investigations Yor the same reason schools 


enrolling from 240 to 110 pupils wero included in Group II, and 


seheols lees than 110 were placed in Group I. 





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‘There is also a seocnd reason for thie grouping, Ve have re- 
plies from 88% of all of the high eshools in the state which could 
be placed in Group Iv, and Gap of all of the high echoola in the 
state whios could be dlassed in Group III. It is manifestly just 
“to aseune, therefore, that tabulations from Groups III and IV 
represent aotual conditions in all the sich echools in the state 
of from 240 to 1700 pupile. Tha eituation fa quite different when 
| We come to the next tro groupe. In Group II we have replies from 
tut 36% of all the schools in the state of from 240 to 110 pupils. 
In the last group {al} sohoolse havine less than 110 pupile) we have 
replies from only 21% of the schcole. Az a matter of fact, as far 
as nusber of schools is concerned this ia the largest olsss of high 
sohecle in the etate. there are more sohoole is Group I than in 
all tae other divisione combined. Howaver, as to total number of 
pupils enrolled, out of the 61,166 pupils in all the schools we 
have goneiderea, five-eixthns of thes are in eohools of 240 or over. 
It seems, therefaré, that the date from these questionnaires ars 
wore reliable divided, rathor than considered as « whele, | 


A 


CRITICISM OF THE HETHODS USED . 

at must be adaltted at the cuteet that the evidence we have 
on the last two gcroups of cur investigation, namely, Group II, 
with 840 to 110 pupils enrolied, ana Group I, with 110 to 30 pupiis 
enrolled, represents enly 36% and 21% respeotively of the tot«1 
number of echoole of like enrollment in Illinois. If the 21% and 
308 are representative, cur data weuld of oourse be reliable. 
hore ie no way to know for 4 oortainty that this ta true. 

As it sas not possible to visit every high school in the state, 





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the questionnaire method was the only one available fer ecllescting 
data on the situation. In tabulating resulte, all answers which 
were not clear wore omitted. But even thea, nO matter how oaro~ 
fully the questionnaire was serded, different individuals read 
different meanings into the question. Wherever the questionnaire 
method ig ueed it le almost impessible to eliminate "guesses", 
Suppose, for instance, a echool official reports 1900 volumes in 
the library, very frequently this is merely a quees and therefore 
inacourate. The anewers, Ge &@ rule, to thie questionnaire sere 
somewhat too general to be exactly accurate. . 
Again, our investigation deals only with present practices, 

and not with direction of growth or returdatione Any information 
congerning this would certainly de significant. But to ksow this, 
it would be neceswary te know the history of the school library 
and the plane, or the absence of plans, for the future of the li- 
brary, It would not be impoesible to collect information on thie 

| phase ef the high echool library situation by the questionnaire 
method, supplenented by visitation, and it le very necessary that 
it should be done. 


MEASURES USED 

Whenever oufficient replies were givon for tatvulation, an 
average, 4 median, and the least range which would include tha 
majority of sehocls in & froup are givene To illustrate, the 
sumeary of anewers to the question "How many volumes does the school 
library contain® statese that $a% range from 1000 to #OCO volumes, 
and 75% range from 900 to 3200 volumes. An examination of Table T 
 @All ahow that 63% of the acheols could be selected such that the 








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range, in place of being between 1000 and 2000 beoks would have 
been much larger, + say from S00 to S000 books. But then our range 
would largely lose its signifieance by allowing too much weight to 
extreme practices, The upper and lower Limite of our range are 
always made aS nearly syual asp possible, und inelude, at the same 
time, a majority of schools in the group. The exact percentage 
of the total number of usable replies is given in most cases. 

It is a very much more significant thing te know that 52% of the 
schools considered in Group IV have between 1000 and 8000 volunes 
in the high school library, and 75% between 900 and 3200, than to 
know the average for the entire group is 1752, though both median 
and average are needed to get a clear picture of the aituation. 
GROUP IV 
680 to 6600 PUPILS ENROLLED 

_ NUMBER OF REPORTS USED = AVERAGE ENROLLMENT= NUMBER OF BOOKS 
IN THE LIBRARY ~ AND YRARLY ADDITIONS: In all, twenty-three re- 
porte are considered and tabulated in this group. Of course each 
report does not anewer each question listed in the questionnaire 
in euch a way that there were twenty-three ugable replies to each 
question. The average enroliment in sehoole of this class is 
1827 pupils. The libraries vary in size from 1800 to 4040 volumes, 
or averaging 3107 volumes per school. From 3000 to 4000 volumes 
would include the majority. Approximately one-tenth of the total 
number of books the library centains are added ag new books each 
year, not including thirty or forty books donated to each school 
| library by cutsaide agencies. One high sehool Librarian statee that 
‘the outside agencies are - in that particular school at leaste 


companies who send textbooks for examination. 





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APPROPRIATIONS FOR THR LIBRARY: Appropriations specifically 
for the high school ilobrary are mace by the Board of Eduosation for 
every school in this division, varying in amount from ten cents to 
teenty-oight cante per pupll per yeare The average is about teenty- 
one gents. ¥ | 

: ‘SELECTION OF BOOKS: Regarding the alleimportant question of 
the selestion of books, the questionnaires show it to be cenerally 
@ joint affair. First the teachers eslect the books needad, as 

& Tule from liste approved by the Chicago Board of Education. Then 

‘the books ao selected are passed on to the principal and to the 

 @¢hoel Librarian for approval. Finally the revised liste are sent 
to the textbook coumittes of the Board of Education, who let the 
contract for supplying books. One Aigh school principal in Chicago 
states that the list is often scaled down a good deal by the Board 
ae Eduoations In several inetanges the high school ibrertes are 
6 oper a of the public library, and when that is the oaac, the 
books for the hich eahool library are eelected largely by the pub- 
lie Library officials. If so, generally the hich eghool librarian 
who is in charge of the hieh sohool library saken the selection, 

| epbjecs to the appreval of the central library. Twelve schools 
estate that tho finding liste of. the Culoage Board of Education are 

the sources from which Bost of the books for the high school li- 

brary are selected. This ie not compuleory}; the teachera and 
principals are free to aslect books from whatever liste they pleage. 
In schools of this olass the writer did not find a singie inatance 
ef "no list usod® reported. Other sources for the selection of 
books are (1) the list of books issued by the federal Bureau of 


ss Baueation for high sohool idbraries, (2) the A.LeAs lots, 





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(3) the Wieconain atate liets, (4) Liste of specialists, (5) book 


reviews and (6) Mies Kreegerte List,and A-LeAs publicatiorg, 

THE LESGTH OF TINS THE LIBRARY REMAINS OPI: The library is 
open a8 early as eight ofeleek and remaine open during the entire 
aay, sons tines ag late as five in the afternoon. The minimus is 


@ix and one-half hours, ‘she maximum nine, and tho average seven 


| hours, forty minutes. 


PROFESSIONAL AND ACADEMIC TRAINING OF LIBRARIANS: Among the 


‘Librarians mentioned in this group, 8 (504) have an A.B. degree or 


better, 3 (18%) are graduates of convents or academies but not of 
eolleges; 4 (19%) have attended colleges or universitios but do not 
list thomeslves as graduates. Two have a high achool education 
only. - Ae to professional training, 5 (27%) have none whatever in 

& rogular library sohocg tuo are graduates of public library traine 
ing classes, and two sre graduates of recognised library schecla. 
Five (ats) nave attended library schools from 5a ocuree® to %a year"; 
3: (36%) heve had private tutoring under the direotion ef some large 


| library, like the Chicago public library. In lieu of ercfessional 


training 4 (19%) resort experienge in public libraries, ranging from 
ons te thirty years. Not 4 single one of thece schools who report 
@ library follow the pelicy of allowing the library to take oare of 


| itself, nor place it wholly in charge of teacher or pupil assistants. 


“A librarian is cmployed for tals ‘purpose. Sometimes the librarian 
teaches & dlacs or two, cut the largeat share of her time is spent 
in the administration of the library, as the following data will 


«Show. (Compare these etatementa with conditicnsa found in Group I 


and II.) 





& 

SUBJECTS TAUGHT BY THE LIBRARIAN: As the librarien spends 

an average of five hours and ten minutes in the library per day 

she has little ties fer teaching. In fact, the library demands 
more than an hour a day outside of school houre, In eleven 


achools (60%) out of the nineteen reports shich were usable, the 


librarian does no teaching whatever. If she doee teach, it is 


not more than one-half time in any inatance. On the beais of 
‘frequency of mention she teaches Enclish, Library Science, Latin, 
History or Spanish, ranked in the order named. 

DOES THE LIBRARIAN CONSIDER HERSELF A THACHER OR LIBRARIAS? 
Judging from the reports one-half of the sehool librarians con- 
eider their salaries paid solely on the basis of what work they do 


a® librarians. In these schools the librarian is hired to ad- 


“minister the library just as muoh as the En¢lish teacher ia hired 


to teach the Enzlish classea. Thirty-nine cer cent consider their 
salaries are not paid wholly for the services they render to the 


—“Mbrary. 


SHAT ASSISTANTS Hae TE LIBRARIAN? In a library of three of 
four thousand volumes the librarian is not able to de all the 
library work alone. In seventeen echoole teacher or student as- 
sistants are reported. For the entire group of twenty-three — 
schools, thirteen teachere and one hundred forty-two student as~ 


@istante are reported. Student assistants are of two classes: 


S 


3). regular student asciatanta sho have passed the civil service 
@xaminationsa given by the Chicago public library, and who are paid 
for their eervices - generally ten eents an hour; (2) volunteer 
student assistants generally composed of the class in library 
economics, who spend about forty-five minutes s day in assisting 


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around the library, though the tire spent veries from two hours 
to thirty minutes. Generally, « student assistant takes charce 
of the Library while the reguler librarian is absent. Three- 
fourths of these schools rerert the librarian as actually rresent 
‘in the library over five hours 5 day, go it eould seem that the 
assistant is not left alone in charge of the library for any very 
great length of time, | : 
1S THE LIBRARY IN A SEPARATE ROON? In 20% of the echcela the 
library ie in @ separate room; two schools follow the scractice of 
allotting the bocks to the different derartmenta; however, one of 
the aghoola just mentioned is now installing a rerulear oentral 
“Library. | 
PER CENT OF THE ENROLLEENT SEATED TN THT LIBRARY; AREA OF 
FLOOR SPACE; DIMENSIONS OF THE LIBRARY ROOM: The cer cent of the 
total enrollment which can be seated in the library variea from 
“1.8% to 84; & variation of from 3 to 4% satisfies raquirerents 
in about half the osse: tabulated. Thia means about t»enty-five 
‘to seventy purils can find sacceommodstions in the library at the 
sane time. The area of the floor srace varies from 132 to 2100 
square fest. Somevhere betereen 25 and 26 acuare feet for each 
pergon the room #ill seat, seems to be the crevailing custom Tn 
the majority of cases the library room is longer than it is wide. 
There are teo obvicus reasons for this- the lone room allows for 
& more convenient arrangement in reeard to liehting, and allove 
‘glso more wall space for book stacke. 
THE FIXTURES OF TRE LIBRARY RcOw: The library is pleasantly 
furnished with comfortable chairs, taties, bulletin boards, potted 


Plante, pictures ani statuary - all are reported. All stacks are 





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open te pupils; the closed stack is in disfavor with the majority. 

‘MAS THE LIBRARY A CARD CATALOG AND CLIPPING FILE? A cara 
catalog is as necessary for the library ae tables of contents or 
indices are for books. Only teo schools in this class report 
the library as lackine a card catalog. A faw have olivcping files 
glso, but not more than one-fourth of the number of schools con- 
@idered in this section. | 

‘DOES THE LIBRARY UTILIZE THE FEDERAL AND STATE PUBLICATIONS? 
All achools receive the federsl and atate rublieations. Seme list . 
ae hich se 1200 publications received from such sources a year, 
but in only about one-half the schools are such bulletine bound 
for future use. , 

FOR HOW MANY WAGAZINES DOES THE LIBRARY SUBSCRIBE? Ali, 
excepting one school, subscribe for magazines; the number varies 
from one to sixty-three, . The range in three-fourthe of the 
echoole is from thirteen to eixty-three, and the averare is about 
twenty-three. The magazines are not bound tor future use more 
than one-half of the time. _ 

HO® MUCH IS THE LIBRARY USED? The library of these largest 
echools is decidedly a sork shop, and there is a stronz tendenoy 
for the echool library to be used more and *ore a8 a reference 
library by the teachers of the other derartments. Ten to 406 
pupils ere reported as using the library each day in these sehools; 
in three-fcourthe of the schools, the ranve is from 30° t0;+406 
pucile per day. Books are isaved for cireulation, juat as trey 
would be from a regular public library, to the amount of between 
twenty and thirty each day. One-half the achoola state that the 


wee of the school library as a reference library. is increasing, 


_ 


“ 





* eo ae vas 
47 >® Ned 


Re Ee A eae 





| 42 
though the number of books issued for circulation ie net inereas- 
ing ' There seems to be ® tendency for "Licht® readinc, such as 
fiction, to be drawn from the public library rather than the school 


library. Little use of these high school libraries by pupila at- 
“tending @ranear school is reported. Only one school finds grammar 


gchool students using the library and this amounts tc only an hour 


a week. . Only one-half ‘the @Ghoela feseue borrower's carde to 


either studenta er adults of the community. 


HOW IS THE HIGH SCHOOL LIBRARY USED BY THE DIFFERENT 


 DEPARTHEETS OF THE SCHOOL? It is interesting to note some of the 
waye in which the library ie used by other icpartmentea of the hich — 


sehool. j The English and History departrents almost always furnish 
pupile, or the librarian, with a list cf books to be consulted. 
As o frule no extra credit ia alioved pupils fer thie sort of zork; 


it ie taken as & part of the remular foutine of school sork. 


Papera ere often recuired in Botany, Zoolocy, Commercial Geography, 


Drawing, Aericulture, ete.; and the aaterial is eollected in the 
‘Library by the pupila under the direction cf the achool librarian. 
Not auch is being done by the Librarians in. the way of yvoeational 
guidance, although some beginnings have been made. A few of the 
more recent books on the subject have been ordered. 

COOPERATION BETWEEN HIGH SCHOOL AND PUBLIC LIBRARY: There is 
elose cooperation between the hich sohool library and the public 
library aaa rule. Ohly three schools out of the entire nuxber 


- Feport toner. In fact, five of the high school libraries are 
gimply a ef the public library. A hieh echool teacher or 


librarien is eiven the privilege of drawing fifteen volumes from 
the public library at one time for the use of classes, and is 


» 7 \ ‘ A “on P 
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v4 





ae. ae ee 





allowed to hold these books six wonthe if necessary. 
SHICH IS USED WOST BY THE PUPILS, THE HION SCHOOL OR 


PUBLIC LIBRARY? The conrensue of opinion among the majority is 


that the high school library is used more as a reference library, 
while the public library more for light reading. | 


GROUP III 
(240 to 880 PUPILS EXROLLED 
BUMBER OF REPORTS USED - AVERAGE ENROLLMENT - HUYPER OF 
BOOKS IN THE LIBRARY - AND YEARLY ADDITIONS: Forty-one reports 


- @fe usable in this group. The averace enrollment is 428, the 


medion 360. One-half the group would be included in schools 
ranging from three to five hundred supile. The average number of 
books in hich scheol libraries of this group ia 1753 volumes} the 


median 1600, Fifty-two cer cent rance from 1000 to 3000 volumes, 


and three-fourths from 00 to 3900. Prom 10% to 12 1/24 of the 
total nurber of volumes are added as new books each year. Only 
fifteen esch¢cls report any donations from outside sceneies; the 
average for schools reporting zac about forty volumes, or fifteen 
to thirty books in a majority of the casea. 

APPROPRIATIONS FOR THE LIBRARY: Note that annual sppropria- 
tions are made by every school in this sroup. In about 75% of the 
hbo s the vorlation if from thirteen to fifty-eight cents per 
pupil enrolled; the averace is thirty-six cents. 

| SELECTION OF BOOZS: The choice ie made by the teachers and 
Principal im conference in one-half of the thirty-nine schools re- 
porting on this subject. Among 134 the teacher, the principsl, 
and the school librerian sork together in seleotiMS books for the 
library. There is no cual arency like the Chicaroe Board of 


a 


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- 








uit 


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, 


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Ge = = ee RA 


13 
Eduoation, or the Public Library, to which lists must be submitted 


for final approval as in the previous groups. Indigations are 
that in this Claes of schools the selection of books for the hich 
soheol Library ia in the hunde of the prinoipal and teachers, 

| PROM BHAT SOURCE ANE THE BOOKS SELECTED? Fortunately every 
soheol has anawered this questions One-third use no liste whate 
ever, Those who do use liste consider the A.L.A, liste and the 


 bidDlicgraphy given in textebooks as the most important. ext in 


importanoge Gomes the liat of books for high aghcol libraries iIceued 
by tho federal Burcau of Eduestion. Schools have mentioned the 
following Bourees at least two times: reports of the Illinois high 
eohool gunference, books asuggssted by the National Council of the 
Teachers of Zoglieh, and the list selected by Martha Wilson of the 
Wisconsin library gomaission. | 

THE LENGTH OF TIME THE LIBRARY REMAINS OPRY: The popular time 
in tiresefourths of the sohocls is from eight or nine in the morn 
ing until four or five in the afternoon. The minimum time is one 
and one-half house, the maxioum twolves Zhe average timo is seven 


and one-half hours. | 


PROP ESGIOVAL ASD ACADEMIC TRAINING OF LIBRARIANS: Only half 
the schools of this class have « full-time librarian, and 65% of 
theese have po professional traininge Twenty-seven per cent have 


GA AsBs. degree, two have atiended nomal school, four the univer- 
gity, and two some college. ine (35%) report themselves aa sen- 


fore in high school. In sehcole of Group IV we found about 37% 


‘without professional training in librarianship; in Group III about 


7h. This te the most significant statement which could bo made 
in comparing conditions in the two groups. 





OT ee ete 
: ? * ne x 


ee 14 
AMOUNT OF TIME THE LIBRARIAN SPENDS IN THE LIBRARY: The 


amount of tine varies from three to eix hours. The average ie 
three and one-half hours.s Only about twoethirde of the echools 
eoneidered in this group reported on this question. But in this 
two-thirds, the following cubjects are taught? English, History 
and Givies. In about half the schools the librarian does no 
teaching whatever, that is, out of the antire forty-one sehoolsa 
Gonei dered. | 
‘BOBS THE LIBRARIAN CONSIDER HERSELF MAINLY A TEACHER OR 

LIBRARIAN? In about one-half of the forty-one achools, the lie 

 Drarian considers herself paid for what she does aa a librarian, 
and not se 4 teschers Among the remaining, thoes reporting 
thoucht they were teaghere mainly and net ilbrariane; what they 
aia in iibeary work was seeondary in importance. 

: VHAT jibes HAS THE LIBRARIAN? Teenty-six schools, 60% 
of the forty-three in the group, give definite information con- 
cerning the number of teacher ond student assistante. In this 
division s total of thirteen teachers and thirty-four students 
help care for the library. The main duties of the assistants are: 
the care of the library, charging and discharging books, assisting 
pupils in locating reference booke, labeling books, ete. The 
time given by jobbher-abaioranta varies from one-half to two and 
one-half hours o day, one-half to one and one-half houre<4n a 
majority of cases. There ia no data on the qualificatione nor 
the pay of student assistants eufficient te be recorded. 

; IG THE LIBRARY IN A SEPARATE ROOM? In 574% of the schools 

of this class the anewer is yes. Twiee it is eentioned as a@ part 
of the asesendly, sites as a part of the ptuay hall, and once as 





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15 
a part of the teacher's conference room. 

PER CENT OF THE ENROLLWENT SEATED IN THE LIBRARY; AREA OF 
FLOOR SPACES DIVENSIONS OF THE LIBRARY ROOW: As to the propor- 
tions of the library only teenty-one out of the forty-one in this 
group have made a reply. The, total number of pupils shich can be 
eeated in the library in three-fourths of the schools replying 
ranges bet«usen 32.7% and 8.2%, or in half the echoole from 4 to 7%. 
This means that from fifteen to sixty pupila oan be accomodated 
in the library at the same time. The area of the floor space 
varies from 180 to 2223 Square feet. From tventy-two to thirty- 
gix square feet per person the library will seat, fills requirements 
in three-fourthe of the echeole. There is no disposition to 
favor the room longer than it is wiée in this class. 

_ PIXTURES OF THE LIBRARY ROOM: About 80% of the sehcole main- 


taining 6 library equip it with tables and chairs. Tables, 


chairs ang pictures are mentioned in four schoole; tables, chairs, 


pictures and attractive posters and tulletin boards in three achcoola. 


Sehool trophies, statuary, exhibite,cf school work, rotted plante, 
and illuetrated booke are mentioned once each. All stacke are 
open to pupile. 

| HAS TES LIBRARY A CARD CATALOG? Yes, is the ansver of twenty- 
nine schools of the thirty-eight reporting on this subject. Only 
one aehool reports a clipping file. 

DOES THE LIBRARY UTILIZE THE FEDERAL AND STATE PUBLICATIONS? 
When schools of this clase are asked to ansver this question only 
eighteen out of forty-one reply at all. One-third of the eighteen 
receive none. One school liste as high ea 3000 publications re~ 
ceived; «hile on the otherhand, one achool says none at ail havd 


a Ay ree all : 
weed bee 





‘ 
ae all » 


i6 
been received during the year. Only four schools report the 


_pauphicts as bound for future use; that is, about 10% of the total 


auaher of sehools which wae considered in thie clase. 

HOW MARY UACAZIBES DOES THE SCHOOL SUBSCRIBE FOR? Replies 
are made by thirty-t«o schoola. ‘The answer ie "none" from 154 
of the division. For the group the avsrace is trelve. For three~ 
fourthe of the schools it is from five to twenty-five publications. 
Thess mages inee are alsoet never sound for future use, 

HOW MUCH IS THE LIBRARY USED? Records and reportea of cireu- 


lation are found in but 10% of the schools of this group. Bor- 


rover's cards are almost never issued, the total number issued 

for the entire group being but 350. Not half the schools keer 

a record of the average daily attenitance in the library. Eight 
achools report specifically that they keep no such records, seven 
Teport that auch records are kept,bvt only four have listed the 
average doily attendance thich varies from thirty to four hundred 
pupils. In moet achools the library seema to be credominantly a 
references library. AS in the previous group, there ia little use. 


of the library by either erade school pupils or adults of the com 


munity. 


HOW IS THE LIBRARY USED BY DIFFERENT DEPARTYENTS OF THE SCHOOL? 
The library is used mostly by the English ond History teachers, 
who follow the practice of assigning lists of books and apecial 


topics to be read by pupils. Special credit is not allowed for 
-guch work. Only nine schools of the entire division rerort the 
‘work as successful. The so-called vyoeational departments of the 


high school, such es manual training, domestic science, and commercid 


department are reported as using the library twenty-nine 


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times, in the thirty-five replies received. In answer to the 
question "What vooational guidance is done thru the library" twenty- 
six replies were reoeived, nineteen ansvering "none?, Two achoole 
have provided about a dozen booke on vocational ruidance. One 
school does ite vocational gvidanes in its agricultural classes, 
or 80 it is reported; another, in the manual training classes, and 
still another school reports thet this is a part of the teacher's 
work in the conference hour. 

COOPERATION BETWEEN HIGH SCHOOL AND PUBLIC LIBRARY: Nearly 
every high school ia in a city having a public library. Close co- 
operation is found between the public and the high school library. 

. All teachsrs have special privileges as far as drawing books is 
concerned. In purchasing magazines or booke all needless dupli- 
cation of the high school library is avoided, as far as is possible, 
by the public Library. Over tro-thirds of the schools of this 
division report the public library used by pupils even more than 
the high school library for light reading. 

110 to 224 pupile enrolled 

NUMBER OF REPORTS USED=* AVERAGE ENROLLUENT + NUMBER OF BOOKS 
IN THE HIGH SCHOOL LIBRARY - AND YEARLY ADDITIONS: Thirty-eight 
repliss dere received from schools of this clase, The average 
enrollment is 144, the median 134. Three-fourthe of the schools 
enroll between 110 and 157 pupils. While thirty-cight reports 
were used, the answers to questions as a whole were muoh less 
usable and complete than in the third and fourth groups. The 
average number of beoks in the high school library is 1419 volumes, 
based on usable replies. In eleven jedivere - that is 30% of the 





RE 








i8 
echools considered im this croup - those sho filisd out the cuse- 
tionnaire had no idea how many books were in the high school 
library, at least the number ef volumes was not stated; fifty-five 
per cent contain betrees 1000 and 2317 volumes, the range for 754 
being from 534 to 3008 books. From 0 to 7% are aided se nen books 
each yeare Practically no donations are reported, for among | 
thirty-sight achools, only five schools received any new books as 
eifte. Among these five the average was teenty-tzo books. 

APPROPRIATIONS POR THE HIGH SCHOOL LIBRARY: The amount of 
money available for the library is about seventy-five centa per 

pupil each year, the maximum being 21.70 and the minimum thirty- 
ome cents, or from thirty-one cents to aeventy-nine cents in three- 
fourths of the scheols. Twenty-five report a regular sppropris- 
~ tion; this is only GO@ of the schoole in thie clase. In sroupe 
threa and four every high school in @ach division made annual ape 
propriations for the library. | es 3 
| SELECTION OF BOOKS: The selection of books is made by the 
same agencies mentioned in Grovp ITI. One-third of the schools 
report the books selected by the teachers and principal jointly; 
114 atate that the selection is made by the tesohers alone. In 
@ix achools (17%) the Board of Education selects the books directly. 
Only once is the librarian mentioned ae having anything to do with 
the selection of books. 

SOURCES FROM @HICH BOOKS ARE SELECTED: Eight echools make no 
anaver, and sixteen state outright that no liste are used. This 
makes twenty-four echocls out of thirty-eight, or two-thirds, sene 
tioning no sources for the selection of booke. The moet frequently 


mentioned scurces, amons those «ho mention any source at all, are 














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in order of the frequency of mention, the high school manual ia- 
sued from the office of the high echool vieitor of the University 
of Illinois, the list issued by the federal Bureau of Education, 
high school cenference lists suggested by the teachers who attend 
the high school conferences at the University of Illinois, and the 
A.LeAe lists. One superintendent mentions MeClurg's catalog as 
the list that is used in his school. 

LENGTH OF TIM® THE LIBRARY REMAINS OPEN: Generally speaking, 
the school library isa open from nine in the morning to four in the 
afterncon. The statement is made. twice that the length of time 
the library remains open depends solely upon the option of the 
teacher. It appears that the library ia open all day, but only 
about one-sixth of the time is a teacher in charge. 

PROFESSIONAL AND ACADEMIC TRAINING OF THE LIBRARIAN: There is 
not a single full-time librarian in this group! In thirty schools, 
or nearly 80% of the entire class, the questionnaire reveals the 
fact that the librarian has had no professional training for her 
position whatever. Twice the professional training consiats in 
@ single course in the library school of the University of Illinois. 
In four schools the librarians are simply studente attending school. 
In three schools the librarian is the high school principal. Cone 
eerning the academic training of the high school librarian, 45% of 
these schools make no anever. Thirty-six per cent state that the 
librarian has an A.B. decree. The remainder of the group do not 
make significant answers. 

AMOUNT OF TIME THE LIBRARIAN SPENDS IN THE LIBRARY: The actual 
number of hours per day the librarian apends in the library can be 
deduced from the following: * no stated timd in eighteen echools ~ 
this is about one~-half the group; "varies greatly"in three schools; 


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averaged about an hour 4 day in six cohcole, and varied from cne- 

; half to two hours in eleven. The librarian must almost necessarily 
- | be a teacher in schools of this class, it would seem, and yet when 
the question is asked "Hew many hours 4 day dogs the librarian 

pend in teaching and. what does she teach?® four schools reply 
nothing at all, and eighteen allow the aneser to remain blank. 
; This leaves but sixteen usable replies in the group. From thease, 
the person having the Librarian's duties is most often the English 
or History teacher. About all other possible combinations are 
mentioned, however. The librarian is somatimes the Domestic Scit- 
| enee teacher, somstimes the Latin-German teacher or the Latin- 
. _. &Pithmetic-Geography teacher. It is 4 wonder that some one hae 
not reported a librarian<janitor arrangement! 
DOES THE LIBRARIAN CONSIDER HERSELF A LIBRARIAN OR A TRACHER? 
Most decidedly o teacher in thie class. In only two echoole in 
the entire eroup doee the librarian consider her sslary paid for 
‘whet she doea as @ librarien. 

LIBRARY ASSISTANTG: The cueetion recardine asciatants is left 
blank for twenty-nine schools. Se se have only ten scheols on 
which to base conclusions. Three schools state the esoistants are 
ali the other teachere con the hich school staff. Teo schoole 
report one pupileassistant each; one echocl, five student aesistanta; 
ena one achool seven student aseietants. Thies makes a tetal for 
the entire group of three teacher-agzistante and fourteen puril- 

assistants. The duties of the assistants are the same as outlined 
for student assistants in Group III. The time spent by pupil 

helpers in the library in the six achcole reporting, averaces about 

en hour a day. One high echeol principal states that each pupil 











@1 


goes hie own ascisting. 

18 THE LIBRARY IM A SEPARATE ROOT In ten schoole = one- 
fourth cf thie division « the library ie in a room of ite own. 
When the library has not & e@parate room a corner ot an aleove 
of the etudy hall or assembly de utilised. . 

PER OC&NT OF THE EXROLLMENT SEATED IB THE LIBRARY; ARBA OF 


FLOOR SPACE} DIMENSIONS OF THE LIBRARY ROOM! As to the seating 


oapaeity of the library only onewhals of the sohoole roply. 

On the basis of eleven usable reports, the agating eapaoity of 
the Library ranges from ten to fifty pupila « ten to twenty-eix 
in three-fourths of the oases, and averages trenty-one. The 


absence of replies to this question ie significant. *This is 80 


not only in regard to this partioular ques “tion but many of the 
othere that ware asked. Justly or unjustly: the writer assumes 
nc answer equivalent to ® nothing to report ® in most oaees. 
About 6 to 144 of the enrellesnt in three-fourtha of the schocle 


reporting oan be seated in the library at the sano time. The 


area of the floor space varies betesen 126 and 1460 aquare feet 


~~ among the ten scheols reporting on this subjest; the average is 


S66 square feot. There is no data indicating that the room 
ee than it is wide is favored. 
FIXTURES OF THE LIBRARY ROOM: On this point 50% of the 


. group make no reply. Four schoole state the Library is fure 


nished with tables, chairs and ploturesa. Three schools have 
reading tables and chairs, tut they are in tho auditorium. One 
superintendent states for his sohool, "The library is merely a 
place to store booke in and that in all". All stacks are open 


oe pupiles 








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, eS = a 


82 
HAS THE LIBRANY A CARD CATALOG? The snewer is no in over half 


af the schools. One sohool maintains a picture file and one «a 


Clipping file. 
DOES THE LIBRARY UTILIZE FEDERAL AND STATE PUBLICATIONS? 


Seventeen schools make no report and eight have received none. 


¥e have, then, replies from about 40% of the group. The average 
nusber of state and national pulletins received is ninsteen per 
aohool. These are not generally bound for future use. 

HOW MANY MAGAZINES DOTS THE SCHOOL SUBSCRIBE FOP? vost schools 
eubsoribe for at least one magazine. Nine of this division do not, 


and eight make no report. It seems, therefore, that the anewer. 


is practically none in sof of the schoole. For the schools re- 
maining, the average is five mugasines per schecl. This ranges 
from treo to eicht in three-fourths cf the schools. The macazines 
are very seldom saved for future use. 

HOW MUCH IS THE LIBRARY USED? No record or report of circula- 
tion of booke in 86% of the schcols of thie group. Wo record of 
borrower's cards being issued is given by any echool in this class, 
and there is no record of aversre daily attendance in the library. 
There seems to be pretty general agreement that the library is a 
referance library mainly, and it is little used by grammar school 
purile or the community in general. 4 

HOW IS THE LIBRARY CSED BY DIFFERENT DEPARTYINTS OF THE SCHOOL? 
It ie most used by the English department, and next the History de~- 
partment. The nature of this use consists in assigned readings on 
vorious topica and book reports. The domestic acience classes, 


those in commercial work, end the manual training and agricultural 


clesses dc not use the library as much as the Enclish and History 














ly 
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departments. As to vooational guidance done thru the Library, 
twenty-nine achoole - three-fourths of the division + report that 
thie phase of aehool work is not taken up at all in their school. 
Only seven schools report anything at all being done along this 
line. All thet is reported is .a few books on vocational guidance 
purchased, and supile encouraged to read them. 

COOPERATION BETWEEN THE HIGH SCHOOL AND PUBLIC LIBRARY: 
There is a public library in twenty-five comeunities in which the 
high echool is situated, containing on an average of 4023 volumes. 
The cooperation tetween the hieh school and the public library is 
quite close. Tzxice the high echcol librarian is the public 1li- 


‘brarian; teachere are allowed te draw out books and kaep them for 


the use of their clagsees aa long as they wish; classes are some- 
times tazen to the pubiie library. In one case the Board of 
Zdueation has actually purchased books for the public library. 
The public library is usd wore than the one in the hich echool 


in Mineteen reports, sainly for fiction. Y 
, | GROUP 1 
’ 31 to 110 PUPILS ERROLLED 


NUMBER OF REPORTS USED - AVERAOE EVROLLMENT - WUYBER OF 
BOOKS IN THE HICH SCHOOL LIBRARY « AND YEARLY ADDITIONS: This 
group is composed of seventy-five echools with an averaze enroli- 
ment of. seventy-one pepile. Three-fourthe of the schools have 
betseon fifty and one hundred pupils im attendence. nite re 


have seventy-five reports of this class, the answers to questions 
are very vague and indefinite ae compared to the oreceding groups. 
The averarce aeiber of volumes contained in the library is 563. 
A little over half the schools have from 200 to 625 volumes in 


$ 
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2% 
the library, and a range of from 175 to 829 books would include 
three-fourths of the group. From © to 6% are added as new books 
each year. Donations are reported in eishteen schools of the 
seventy-five averaging about twelve books per year. | 

APPROPRIATIONS FOR THE HIGH SCHOOL LIBRARY: Only forty-four 
schools in thie clase report regular yesrly appropriations by the 
Board of Education for the high school library. Thies is only 
86% of the division. Where appropriations are made, the average 
is eighty-one cents; three-fourths of the sohoolsa reporting - this 
ie about thirty-three schools in this froup- epend somenhere be~ _, 
tween siaty-one cents and 41.14 per pupil. Twenty-one per cent 
of the schoois of this class actually report no high school library 
at all. *The library is maintained by donations of money and 
books by teachers and cupils® is reported several times sore than 
in any cther clase. | 

SELECTION OF BOOKS: The books are selected by teachers and 


' princivals in teenty-one schoole; by the teachers in twelve schools; 


by the principal» in seven schools; and by the superintendent in 
eleven achcols. They are selected by the Board cf Education di- 
rectly in two achcols. The hish sehool librarian is never men- >’ 
tioned as selectins the books. This may seem strange, but it is 
partialiy explained by the fact that not a single school in this 
group has & regular fulltime librarian whe dses nothing else but 
attend to the library. | 

SOURCES FROM @HICH BOOKS ARE SELECTED: One-half the schools 
do not state that they use any source whatever in selecting bocks. 
Among the piedinine. the high echool manual issued by the State 
University is mentioned as the standard fifteen times; the list 


» 








. 
8 
. 
vs 
’ 
« 
Pt be 
i . 
J 





a ; e.g 2" ie a te 


ath 








ay a J ’ 2? Sq Ti 


ie | 


Assued by the federal Bureau of Education is reported eight times; 


the Illinois state list, which is realiy not a list at all but 
simply a few sugzestione concerning what poexs micht be bought, 
is mentioned siz times. Such common standard lists ae the A.L.A. 
lists and the Minnesota State List of Books for the High School 
Library are not mentioned even once among the entire class. In- 
dications are pretty clear that nine-tenthe of those selecting 
books knew nothing of some of the really reliable lists which have 
been published. 

LENGTH OF TIME THE LIBRARY REMAINS OPEN: The library remains 
open ell day in about one-half the schools. In eight schools 
of this group the library ie in the study hall and the librerian'’s 
duties fail te whoever happens to be in charre. Ae to the tice 
the librarian remaine in the library, it is eirenificant to note - 
thst over half the schools allow tals question to go unanswered. 
In eleven instances those who filled out the questionnaire felt 
wuneble to state any definite time, saying that 1t denvended more than 
anything else on the needs of the pupils. 

PROFESSIONAL AND ACADEVIC TRAINING OF THE LIBRARIAN: To thie 
question thirty-two make no answer and thirty-five more reply "None 
whatevyer*®. Thie ie the reply from sixty-seven echools out of 
seventy-five, or 90% of the division. When school librarians 
have had training, in two schools the librarian had an s@lesentary 
course in the library echool at the University of Illinois and 
in teo schools the professional training eas the experience gained 


in helping care for the school library at a norzal school. In 


acadenio training, as would be expected, most of the librarians - 


or rather teachers who ect a8 librariane = are collere graduates. 







. 
= sd 
: i, 
p oats a \ 
va ie ; » ge 
a: , 
< : ‘ eee “7 
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| : 326 

In three instances the librarian is a high adheol student, and in 
two she is a graduate of the high schoole 

AMOUNT OF TIME THE LIBRARIAN SPEEDS IN THE LIBRARY: The time 
the librarian epends in the library variss within wide limits. 
One librarian spende one period per day in the library; six at 
least an hour; seven two hours; four teachers report four houra a 
day. We have, then, reporte from only eleven schools out of 
seventy-five, sc this data is probably not very reliable. On the 
basis of eighteen replies concerning what the librerian teaches 
English and History predominate, though nearly every conceivable 
combination of subjects is found, viz., Soience, Physice, Botany 


Sociology, German, and Paychology. In two schools a real librarian 


is provided. In one of there schools her salery is *25 a year, 
in the other it consists of fines collected for books over-due. 
This is simply an additional prcéf that as a rule sohools of this 


clase do not even know what a librarian is suprosed to dco besides 


take care of the booke. 


DOES THE LIBRARIAN CONSIDER HER SALARY PAID FOR FHAT SHE DOES 
AS A TEACHER oR A LIBRARIAN? Excepting the tro cases mentioned in 
the previous paragraph, her eslary is paid for what she does as @ 
teacher of course. | 

LIBRARY ASSISTANTS: Only about half the schools mention any 
assistants, Eight ment jon one or tro teacher aseistantes. The 
rest of those whe answered this question say that all the teachers 
of the high school staff help with the library. In only three 


achools are student assistants menticned. Ae to the amount of 


time given by student snd teacher assistants we have seareely any 


date at all. Charging and discharging bocks is mentioned eight 
times. 





37 

IS THE LIBRARY IN A SEPARATE ROOM? Eichty-five per cent of 
the schools out of the seventy-five have rerorted on this subject. 
In forty-one schoole (58% of the cless) it is not in a separate 
room. Onee the superintendent's office and the library were com 
bined; three times it was found in the assembly room, and in one 
ease the library was divided,each toschor having a part of the 
library in her room. , 

PER CENT OF THE EWROLLUENT SEATED IN THE LIBRARY; AREA OF 
FLOOR SPACE; DIVENSIONS OF THE LIBRARY ROOW: The average nuszber 
of aquare feet per seating capacity is under thirty-two square 
feet in three-fourths of the schools. In nine schools the li- 
brary is so amall it has no seating capacity. In teenty-nine 
reports on this subject the library will seat from sight to ten 
People, three-fourths of the schools answsrine being considered. 
‘Ten to teenty per cent of the enrollment is the range in a large 
majority of the enses. The averace number of square feet in the 
library is 354 or about the sare as in the previous ¢reup; however, 
thie varies s11 the way from 0 to 1000 square feet. The long room 
does not predominate. 

FIXTURES OF THE LIBRARY ROOM: The furnishings of a library 
such as chairs, etc., are not found at all in eight schools. 
hmong the remeining sixty-five, chairs and tables are mentioned 
five times; chairs, tables and pictures four times; chairs, tables, 
pictures and illustrated editions of books are found in four schools. 
Other equipment mentioned oncet- potted plants, statuary, sectional 
dook Gases, a couch, maps and pennants. Four schools have either 


pioture or clipping files. 


ae 


1 ' 


ol P f 7 
Mage Ezet 


RH 7 aR ® 
Serge? * 


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hes 


ros 
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25 


HAS THE LIBRARY A CARD CATALOG? Thirty schools have none and 
twenty-one sive no information on this point. About one-third of 
the division report card catalogs. 

DOES THE LIBRARY UTILIZE FEDERAL ABD STATE PUBLICATIONS? 
Sixteen schools repiy that they send for such palletine. From 
one to 81x governmental publications received per year will include 
teelve schools. The evitence shows that these are not often 
bound for future use. } 

HOW MANY MAGAZINES DOES THE LIBRARY SUBSCRIBE FORT Forty- 
five schools subscribe for magazines, the number ranging from 
thirty @omn to one. However, from one to six marvazsines would 
include three-fourths of the forty-five. The averare is thire 


toon. Since we have a reroert from but forty-five schools, ‘ 


probably £0% of the schools do not subscribe for any marazines at 


all. These magazines are not preserved for future use, 

HOW I3 THE LIBRARY USED? The averace daily circulation of 
books is twenty-one amone the twenty-five sachools sho cave any 
information on this point. No records or reporte cf this are 
kept, however. The avrerare daily circulation vrebably represente 
a best guess in most oasets There is no record of any reliable 
data on the average daily attendance in the library being kept in 
any school of this group. The library is used by the @rade school 
pupils in forty-three instances; sometimes for reference reading, 
but more often for light reading such as ficticn. The use of the 
high school librery seems to be confined larrely to the seventh 
and elichth erades,. The library is little used by the people of 
the community. 


- , 
1 


— 


¥ 


+ Cui. 


i it} a 





 B8286 volumes. 


60 

HOW IS THE LIBRARY USED BY THE DIFFERENT DEPARTMENTS OF THE 
SCHOOL? As in all previcus groups most often by the English and 
History departments and in exactly the same ways as previously 
mentioned. The vocational departments, Manual Training, Agri- 
culture, etc., make much use of the library in but eleven schools, 
or about one-seventh of the entire group. Not a single achool 
reports any vocational guidance being done thru the library, al- 
though some informal talks have been given to pupils on the sub- 
ject by teachers or the principal. No report of a single book 
on vocational guidanes being added to any high school library 
of this group is given. 

COOPERATION BETWEEN THE HIGH SCHOOL AND THE PUBLIC LIBRARY: 


Only thirty-two communities in which the hich echools of this 


group are situated are fortunate enough to have a public library. 
Where there is & public library nineteen schools report that the 
cooperation between the school and the library is very close. 

Our data indicates that the cooperation bet»veen the public ‘aad 
high school library is not nearly so close as in all previous 
groups. Where the community has @ public library, it averages but 


That _is,the averaze high school library in Group IV 


is larger thaw the average public iibrary in Group I. And as we 


stated above, only about one-half the schools of Group I are in a 





locality having a public library. The nature of the cooperation 


existing betveen the few scohools reporting on this subject is 


indicated by the following cguotations: "Teachers may borrow books 


from the public library and keep them as long we they need them 


‘ "i 
-for their classes* - The high school teachere select books that 


are to be read at the high school library*®. - 













ety oy 









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SO 
TABLE ONE 


Showing the nurber of schcole used in each sroup - the average 
per capite cost of the library for each pupil enrolled - the 
averace number of volumes in the hich sehool library - and the 
percentace of volumes that were for reference only. 





Size of the Rumber of Ave Per Capita Average Percentace of 
Sgheolk. Sehools Enroll- per year Sumber of Reference . 
Sensideres gent. P2oks Qks 
GRouUP I 
30 to 40 7 35 $1.17 400 ao 
490 * 60 11 44 1.07 388 30 
SO * 66 § 56 1.05 216 41 
60 * 76 13 65 81 438 41 
76 4* &0 2 7&5 °S1 580 63 
» 6 * 96 190 64 «61 355 43 
20 100 id G » 56 638 44 
100 *110 & 104 28 #33 34 
GROUP IT 
110 to 120 8 1i3 o BE 114% 23 
120 * 130 7 124 1.70 S317 38 
136 *® 140 & 133 2 75. 206 2 
146 * #1506 3 149 63 1000 38 
~ 789.-¢ 160 & 158 +40 4090 c 
1660 * 190 4 183 + 55 175 58 
1380 * 320 4 204 o 32 534 48 
310 * #240 1 240 79 1016 53 
GROUP IIT 
B40 te 290 8 388 2 56 1159 61 
200 * 3680 83613 340 228 9 38 
356 * 460 10 437 + 56 2358 at 
460. 6 «6* 570 3 §62 + 44 aslo 38 
~ 670 * 670 4 664 + 54 1872 100 
- 870. * 760 8 740 013 1001 8 
- 760 * BBO 3 &70 627 1821 Be 
GROUP IV 
886 to 10580 4 1040 228 3500 33 
650 *® 1150 2 1100 28 $167 80 
1150 * 1300 3 1255 220 4000 5 
1300 ® 158600 2 1230 215 3600 27 
1606 * 1600 2 1553 217 3100 87 
1600 * 1700 £32 1067 16 1653 16 
17060 «4* 2050 4 1880 +14 2300 33 
2000 “~® 8600 & 24°85 Pe te) 4040 29 





FP eed hs a od 
<< 1 . ae ? ; 
am! 


32 


TABLE ONE - Total number of schoole, 176. Total number of 
pupils in these schoolst- Group I, 5353; Group II, 5570; Group ITI, 
16,893; Group IV, *3,°50. Totsl enrollment in ell groupa, 

61,766 pupils. 

This table shovld be interpreted in the following @ay: To 
illustrate, item one in Group II micht be taken. Hine schools 
with an enrollment between 116 and? 120 pupils, or with an averace 
of 113 pupils, spend each rear about 9.98 per capita on the library, 
These schools have 1148 volumes in the library of which 234 are for 
reference only. It afferds a convenient seale for any acheol] «ho 
wishes to compare its practices with the practices of other sohools 
enrolling about the same number of pupils. 


THE NUMBER OF BOOKS IN THE HIGH SCHOOL LIBRARY IN GENERAL: 
The median number of books in the high school library, considering 
all four groups, is 1140 volumes, The averace is 1687. The | 
cerrelation of the averare nurber enroliei sith the number of 
books in the high schcol library ie..68. Since the P.t. ia but 
«08 this may be considered ae conclusive statistical evidence that 
the larger the school, the larger the high school library. 
) THE COST OF THE LIBRARY IN GENERAL! Correlating the per 
capita cost with the number of volumes in the library, we find 
| a negative correlation of -.59. In other sords, the smaller the 
echool the larcer #111 be the appropriations rade for the hich 
3 school Library. Thies indicates that the smaller echsoole feel the 
i need of a high achool library of adequate gize sna are raking some 
«efforts to secure it. Conperninz the coet of the library, the 
- median for all schools is .3.64; the variation from 0 to $1.70 per 
year. As & whole, 41¢ of the books ehich the library contains 


are for reference only. 





am ifs 






‘i 
to 


SUMMARY OF FIEDINCS IN GROUP IV. 
This summary is based on replies from ee% of the hich echools 


ef the state enrolling 860 pupile or over. 


1» Appropriations made by every Board of Education from ten 


to twenty-eight cents for each pupil enrolled in the hich school. 


Ze Bo school witheut « echool librarian. Rleven per cent 


are graduates of recognized library achools, and 411 but 5% have 
had some professional training in library work. 


Se Clear-qut method of selecting booka for the library. 
Teachere list the books needed or useable from standard lists ‘ap- 


iproved by the Board of Edvention; the liet selected is reviewed 
by the hizh school librarian; the revised list goes to the princit- 


pal for further eliminations cr additions, and finally goes to 


, the Board of Baucation for approval. 


4. The librarian is the librarian, mot the teacher-1ibrarian. 
She has student or teacher assiatants in 60% of the schools. 

Be The library is in 4 separate room, is equipped sith ohairs. 
and tables and pleasantly furnished, besides housing three to four 
thousand books. It has a card ostaloz and is open to atudents gs 
long #6 schoo] ie in session, with a librarian or an assistant 
Librarian in ohare. 

G6, The library is mainly o reference library. . 

7. The library accommodates 2 to 8% of the pupils enrolled. 

Bs There is close oooperation between the public and high 


achool Library. 





a Pi ae 


| | 33 
SUMMARY OF FINDINGS IN GROUP III ~ 


Conciveions based on replies from 62% of the sohools enrolling 
between 880 and 340 pupils. 

1. Ho achool without a library,ae in the previous group. 
However, only 82% of the schools considered have given the exact 
number of volumes the library contained; it varies from 1000 to 
2000 volumes. | | 

2.  <Aporopriations made by avery school in the eroup fron 
$.38 to %.58 per pupil. 

3. Te find a decided contrast between the schools of this 
division and the division preceding when it comes to the method 
Of selecting books. One-third report no recognized list used. 

On the basis of frequency of mention the following lists are usedt- 


bibliographies in textbooks, A.L.A. lists, list of books for high 


_ gehool libraries issued by the federal Bureau of Education, and 


Liste lesued in the proceedings of the Illinoia high school con- 


ference. The selection of the books seems to be in the hands of 
the teachers ané the principal jointly. Ze have no systematiaed 
plenned method of procedure suoh as in the precedine group. 

4. Sixty-five ver cent of the schools have a librarian, but 
over one-half of these librarians are vithovt any professional 
training whatever. There is no school librarian.in this zroup 
who is a graduate of a recognized library school. The librarian 
might just ag well be called a teacher as a Iibdrarian, for 65% of 
the librarians do not consider their asniary paid solely for what 
library vork they do, Sixty per cent of the librarians have 
either teacher or student assistants. | 


¥ 
» 

ei “ey 4 

SAS ha wee 
oe a ie 2 








. , | | 34 
5. The library is in a separate room about oneehalf the tine; 


which providea shelving space for 1100 te 2400 books and seats 
from 3.7% to 6.2% of the school enrollment. 

Ge The library is mainly a reference library. 

a There is close ooopesstion between the hich school and 
the publ ic library. 


- SUNMARY OF PINDINCS Im GROUP IT 
Based on replies from 38% of the high echools of Illincis 


enrolling between 110 and 240 pupils. 


1. Out of thirty-eight replies, twenty-five sake regular 
annual appropriations rancing from thirty-one to seventy-nine 
cents rer pupil. | Out of the 38% who anevered this questionnaire, 
only teo-thirds stated ths number of volomes the library conteined, 


and it ig from 1000 to 2300 for 654 of those snewering. 


2. Sixteen schools report a librarian, but in 80% of the 


schoola (of Group II the librerian has had no professional training 


whateysr. 
3s The librarian in these sohoels is a teacher-librarian. 
She ia mainly 6 teacher of aeademic subjects in the hich school 


_ father than the librarien. Ae to assistants, only nine sch ols 


out of the thirty-eicht anager ooncerning teacher and student 
assistants. 
4 Ohsotie conditions in regard to the method of selecting 


‘pooke and sources for selection. Eight schools do not know from 


shat source books are selected; sixteen say apecifically that they 
use no source, The United States Buresu of Education list is ren- 
tioned three times; the A.L.A. and high school conference liste 












sage Bt 


oe ete ak vat 


Ye i Pe 


Rye et a ee te 
4 % y* 


— a ee 2 
\ . > 


35 


are mentioned tro times each. Ag ta wko does the selecting every 
peseible combination of teacher, principal and board of education 


is found. 


5S. In bot ton achcols + one-fourth of the division - is 


the library in a room of its own. It is generally a part of the 


study hall or the assembly. As a rule, chairs and tables are 
the only extra equipment. The library has s card catalog in 
about 50% cf the achoole only. It provides space for betveen 


1000 to 3317 books,and ssata 5 to 10% of the school enroliment. 


6. The library ie mainly a reference library. 
7. Good ccoperation beteeen ths hich sehool and the cublic 
Library is reported. 


SUMMARY OF FINDINGS IN GROUP I 
Data ecllected from seventy-six schools representine 21% of 


tne high schools of Tliincis enrolling from 31 to 110 pupile. 


ie There is a wide variation in the number of volumes the 


litrary conicins. Generally epeakine, schools of this clase 


have between 200 and 650 volumes in the library. Txenty per cent 
ef the schools of Group I report that they have no high school 
library at all. . 

2. Only one-half the schoocle report yearly sllowances for 
the library, varying betreen $.61 and $1.14 per pupil. 

Be In the eslection of books, about the same conditions in 
this respect prevail as mentioned in the preceding group. The 
high school librarian is not mentioned as performing this duty in 
& single instance. 


; . 
db 
7 Pad 
ne eet 
be.) Cae 








«6 


4. The librarian is a hich seheel teacher vith even less 
professional training in library work than in Group II. Only 
seven soheols out of ecventy-five, report any one in charge of the | 
library eho has had any training in librarianship in the slichteat 
degree. | | | a 

i The library is in & separate room in 85% of the group 
reporting (forty-one schools). A card catalog is found in one- 
third of the seventy-five schools. The tibrary 18 open while 
gohool ie in session, but only about one-tenth of the time te any- 
one in charge. From 0 to 20% of the enrollment can be seated in. 
the library at ona time. 

& The library is a reference library. 

7. There is not nearly so much eooreration betweeen the hich 


_ seheol and the public library as in all the other groups. 


In these asumnaries an attempt is made to summarise just the 
iesins which would give a clear idea of conditions in the school 
libraries of the different groups. And insofar as possible, con- 
trasts were pointed out when thie could be done «ithout interfer- 
ring with the significance of the sumeary. In other sords, an 
attempt ie made to portray conditions, and not prirarily to make 
‘comparteons. e | 








| saudieciek ak eaten re lh ate 


Mat 
i iG 


aes ont 


a,¥ 


oft 


aa 





PART IT 


SUGGESTIONS FOR IMPROVING coNDITIONS 
IN TRE NIGH SCROOL LIBRARTEs 
OF ILLINOIS 


* 





‘ie ay ee ee oe aes ane 
F } 4 


or. 


37 


GENERAL SUGGESTIONS FOR THE IMPROVEMENT OF 
HIGH SCHOOL LIBNARIES IN ILLINOIS 


The first and greetest need of our hich achool libraries is 
for boards of education, principsis, superintendents and teachers 
to realize the fundamente] importance and neceasity of « well- 
organized library which high seheol pupile have been taught te 
‘use intelligently and with discrimination, Until the high school 
library ite generally recarded as the aout important leboratory of 
the school, adequate improvement of eonditione is not probable. 
Hodern hich sehcol education ie no longer mere cororization of 
facets in the textbooke; the ability to collect evidence and pags 
@gane and well-considered judemente from the data thue collected 
ie the fundamental aim. This oan never be fully achieved until 
the importance and necessity of the high school library is firmly 
established. The library must become the gensral work shop of 
the sehool, not an adjunct merely of the English or History de- 
partments. 

SELECTION OF BOOKS: Our questionnaire revesled a wide di- 


- vergence of practice in Illincis high schools ae to sources for 


selecting books. This, notwithstanding the fact that the ef- 
ficiency of the library depends more than anything else on the 
decks that 4t contains, and that s number of standard lists 
might have been had almost for the asking. We should have in 
Tilinoia, as they do in Oregon, Winnescta and New York standard 
lists prepared by the etate Department of Edveation from whioh 
books must be selected. The liatea issved by the American 
Library Association, those published by the federal Bureau of 
Education, and ce etate lista published by the Departments of 





es ae Sea val 
a me * . ae ¥ ; : * 


Edueation in Oreron, Winnesota and New York are standard in every 
respect. . 


ee, 


There ia one important point which must not be overlooked in 
the sclection of books. # The hich school library is a tool to be 
used by pupile; it ie neither a fixture nor an ornament. Every 
book that ie sdded to the library shovld be carefully lave stigated: 
An actual examination of the book is the safest plan, but if this 
is not feasible, there sre reviews and summaries of the book in 
. question in the 4.L.A. lists, or in hich school book lists men- 
oe tioned in the creviocus paragraph. | All dead wood must be eliminated 
from the library, but thie is essier said than done. Por oxample, 
when the state low sent into effect in Oregon requiring all ae- 
credited schools to have at least 300 booke mentioned in the state 
manual, some of the hich seheol libraries who boasted proudly of 
having 2000 volumes found they couldn't qualify under the new act. 
‘Those who have the selecting of booke for any high echool must 
Yemember that they ara selecting tools, end that these are to be 
tools for hich achool pupils fer the most part, rather than tools 
for the teacher. The Librarian must ask not only ®Ia thia a 
atendard book I am about to add to the library?*® but also "Fill 
it be used by pupils after it is purchased", | 
o All booke purchased should be substantially BeuAd and itlus- 
ss . trateds Ae to type used and size of book, these should be the 





same as the ordinary hich eschoél text books Booke larger than 
an the ordinary textbook do not last «ell, The sadivice of teachers 
i: and the principal ehou!4 always be sought in selecting a new book, 
but the final choice should be made by the librarian, presupposing 
of gourse that the librarian of the school has received training 
Nie ic by 


® 
yal gf 


‘ 7 pa BD eX a 
ote bteedn fe 
SS 


tory of Lege eo? 


peo ge 


ea on Oe 





f « 
| eee. * er 
fae. ek 


= 


3 

in a reputable library echools : 

MINIMAL HUMBER OF BOOKS REQUIRED: There is no uniformity of 
procedure in respect ‘to this and ae yet no adequate evidence for 
setting a minimum, Oregon requires at least 200 books selected 
from the high school library list. Texas requires at least *300 
invested in library books; Ohic requires at least sixty books in 
_ selence, reograrhy andi travel. Iowa requires 355 books in the 
~~ «high sohool library before the school is allowed to collect tuition» 
a. from pupile outeide the high school district. Missouri surcests 
622 books ac a minimum and Wisconsin 500. All these lists are 
 - exclusive of fiction. 
The three minimum lists which follow are only meant to be 
‘ 4 demguatite. &t best they #111 only suffice for a working basis. 
The minimum number depende upon other factors, suoh ae the course 
of atudy pursued in the high school, whether there is a public 
“library, ete. The firat table ehich follows showe the minimum 
- sugvested for each subject taucht in any high echool in Missouri, 
Tova and BViseonsin. 3 


a ee 











¥ 
b. + 
a Zz 
Lt . 
’ 
ey 
< 
«J 
‘ 
‘ 
- 
- 
j 
+s 
‘ 
4 ' 
a -& ? 
- a Be 








Ug : 
ee 
* 


- ® «=Bxolusive of fiction for circulation not as a part of the 
«English course 


at A Sil ion bey P ror a 
: ¥ 
i” 
i a e's) be. Ip F . 
ee ay o ! ‘ 
© Nae aan 
“uy * Al oe 
Jy s ™~ in 
ty rk 





General Reforence ae a5 op 





Apoient fie sos = (6 id 83 
ony pied heros 


ern History 50 | ieee 30 


. ite ators 38 16 aS 
“Unites Wess istory es 30 " . = 


© oe wo by 


oO i : 
WWD Mwy 


rh 
$i 
- 
o 
tw 


bt ne 
o oa 
i) 
o ce) 
ee 
RIa3 VR GD eew 


bod fod 
2 (A cH 


611 355 500 461 





° 


— 


eo 


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ay. % 
a 
CS Aes 
vw > - 
sit > ae 
Dy LA wd : afk 
= >) . 
—- a ~. be a 


$e 











41 


In a bulletin on high echool libraries issued by the hich 
gohool visitor's office of the Univereity of ITllinoia, the follow- 


ing standards are sugresteds 


Minimum for a foureyoar hich school of fifty pupile or less: 


General 2 fk amp dictionary, snoyclopedia, ete. 

English e and Literature 

History, oie vies, Sengeneny 

Foreign . 

_ Physical and Biolozioal Sciences 
Mathematics 

HYueic 

Periodicals (annually) 

Professional books LPI adie 
© 


#100 


12:4 Sg yet Domestic Science, “anual Training or Commerce is 
ta » *25 should be added for Domestic Science and Arriculture, 


and. a8 for Commercial or Manual Training courses. 


If there is no 


“public library in the community, #100 should be aided for rood 
treading materiel of ceneral character. This brings Yo 
re 


of a three-teacher school of fifty pupils up to %450, 
showld be added each year *50 to dy 


00 in carefully selected books. 


For every trenty-five additional pupils the amount should be in- 
cressed by ct least one-third; for each additional fifty pupils 

the amount should be increased by $200 to $400 sith corresponding 
edditions for each new voostionsl subject added as shown by this 


SOG, 


 Aecording to the feijeral Bureau of Education the averace 
high school library conteins 738 volumes. Pollowine the pro- 


Yaxioum 
Pe nooks 


cortiona given for public libraries this would meant 


Yinimam 
guan’ History and Literature Me books to to 
csteea vere eg * . 
Travel 73 © 
Science 53 2 ® 
Fiction 147 «(8 
General Reference 37. —=«* 
Useful and Pine ar 7, * ® 
Sociology, heligice or Philosophy 26 ® a 


101 
102 


7% 


176 
59 


If one is willing to accent the averare practice in the onthe 


ous-sised high sehcols ef Tllinois as a sufficient baeis, the 
. nusbor of books which should be found in any particular high school 
. Jsheery con be estimated by referring to the table given after the 
Sumeary of the part of this thesis dealing with library conditions 


im Tllinois high schocls. 











43 

As a matter of fact, there is, a2 yet, no sufficient data at 
hand to warrant fixing minimum standanis, The data given hereto- 
fore cn this point muet be considered rather ae suggestive and 
‘tentative. Bot until the library begina to funetion as a work 
shop for all departments in all Tllinots high schools, ond in 
other atates as voli, and not until this has been the policy of 
the mijority of high sehools for at least ten years, «ill it be 
 posetbie to set reliable standarde ase to the minieum number of 
‘books the high echool library should contain. The best rule of 
thuad we can use until that time comes is, perhaps, "the hich 
school library ehould contein all booke pupile use continuously 
end intelligently in their school work". 

_/ JHE YEANLY APPROPRIATION FOR THE LIBRARY AND HOW IT SHOULD 
BE SPENT: Yo waintain o library at ite present statue requires 
thet at least 10f of the total number of volumes be added as new 
books gach year. To provide for rerowth, ¢.C. Certuin in his re- 
pert om the high schcol libraries of the southwest recomenis ‘that 
at least 15% of the totel number of voluzes the library contains 
be asded as nes booke each yenr. The Ohio atate sanusl recommends 
10%; the Texas manual 7%; and Wisconsin 10% a year at least. 
Evidence on this point is feirly uniform and peinta to between 10 
and 15% ae to the eeaeenteus of new books #hich should be added 
each year. 
| he to the eanan’ per pupil per year to be spent on the li-+ 
“brary, thet varies inversely as the enrollment of the school. 

In the report on the high school libraries in the southwest made 
by ¢.C. Certain, fifty cente per pupil is given es the everaze, 
“which does not include the arount to be spent on magazines or 








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additional expense for fixturea. Then too in fixing this andunt, 


¥ | the question of whether or not the community has a public library 
q must be token into consideration. All needless duplication of 
: bocke in the public library bad the high echool library should be 
; carefully avoided. 
3 On the basia of the questionnaire the following expenditure 
a per pupil ie suggested: 
Schools enrolling from 30 to 100 pupils $1 for each papi 
m4, . # 100 °* 850 ag 89%. * 
.. " » 260 .*1000 ™ way 8's ° 
* ” ® 4000. *2000 " 030% " 8 
About one-tenth of the total appropriation should be epent for 
aa atandard magazines, weeklies, ete. A very good list from which 
to select. mages ines may be found in the federal Bureau of Education 
; Ng 


Ro. 41, year 1917, "Library Books for High Schools® by Marthe 

Wi leon. 7 

KY _ It ig a most vital ocneideration that the annual appropriation 

; for the high schodl library be continuous from year to year. 

Regularity of appropriation is almost as important as amount of 
appropriation. Both depend upen the ability of the achool super- 
“intendent or principal to show the absolute need of a vell-organized 

5 well-equipped library in the high sehool, Boards of Education are 

. not liable to develop a library goneetovanane unless the school 

surverintendent hae it first. 


bees LIBRARY ROOM, FIXTURES AND SHELVING: The library room 
should be in a place easy of gceess, in a quiet pert of the building, 
and it should not be so chosen that it 19 necessary to pase thru the 
library to get to class rooms. As to size, the figures given in 
C.c. Certain's investigation are twenty square feet for each person 


’ the library will seat. The figures given in Part I of this thesis 


‘ae 
% ahs » 


a a 
wee. 
<a, “te 
ye 

=a 4 





=<. a? 
. 
ia 
4 Ay 
* 
. 
. « es 
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oo 7 
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4 


Andieate twenty to toenty-five squares fest per seating capacity in 





high schools enrolling between 240 and 2000 pupile. A convenient 
ba “Pule for smaller schools to follow 1s to allon enough space to seat 
the largest clase in the school, vith a liberal allowance for future 
growth. The general conssnaue of opinion sesma to be that the li- 
-ppary should seat from 5 to 10% of the enrollment of the school. 
Our investigstion showe that in the majority of the hich beaduke 
‘enrolling from 830 to 1700 pupils, as & Tule the library accomto- 
dates from 3 to 4% of the pupils enrolled; in schools of from 240 
‘to 880 pupiis, 4 to 7%, ‘ena in schools having 110 to 240 pupils 
enrolled, 5 to 14% in most cases oon be seated 14 the library. The 
library muet be so situated in the building that spats, aa can Ye. 
nade for ifs grovth. 
. The library shovld always have a card catalog of the books it 
Sania’ Part I shows that in schools enrolling from 110 to 224 
‘pupils only seven tn thirty-eight hed eard catalogs; in schools en- ° 
rolling less than 110, trenty-four achoole out of seventy-?ive re- 
ported card eatalogs; in schools of 250 to S80 supils teerty-nine 
out-of ‘thirty-eight; and in schools of 880 and over, trenty out of 
sy twenty-two reported catalogs. 
| Open shelving should be provided if poseible, having 411 books 
“within view and reach. Shelving may be built under the Windows, 





—4f the space is not already occupied by radiaters, The stondard 
height for shelving is about 7 feet 2 inches sllowing a six-inch 
base, six shelves one inch thick, with ten-inch epaces between and 
a twelve-inoh space for ‘he bottem shelf. helves, should, Be .aRayt 


bi. and not over 3 yard long; ionger t 
signe inened S09?! 











| : | 45 
liability te saz. If the library contains some books that mst be 


under lock, secure a book case with glass doors. ‘hen the wall 
space i¢ limited and the room sufficiently wide, short double~faced 
stacks may be used. In placing book stacks, care mist alvaye be 
taken not to interfere with the lichting snc discipline cof the room. 
If the double stack is used projecting from the wall, at least a 
four-foot lane should be allowed between stacks. 
ery Besides a card catelog and shelves the reading room of the li- ” 
rary should contain a desk or table for the librarien, sufficient 
i chairs to accommodate the percentage of the enrcoliment who #ill use 
ae the library at the same time, a magazine rack, bulletin boards and 
@ charging desk. 
“8 ‘The minimum essentials of equipment have been given. However, 
Z statuary, potted plants, rare editions of beoks should be sdded 
ie whenever pogsible. Congenial surroundings have an influence in 
@ attracting pupils to the Sibrary. | 
‘THE RELATIONSHIP BETVEEN THE HIGH SCHOOL LIBRARY AND THE PUB« 
LIC LIBRARY: One pleasing thing which came from the questionnaire 
in Part I was the indisputatie evidence of cooperation between the 





high school library ani the public library. In Pittaburgh and 
eel Boards of Education have made 411 hich schscol libraries 
& part of the public library and under the joint control of the 
Board of Ziuoation and the Library Board. Oregon state superin- 
tendent, Mr. JeA. Churchill SayS, *The high. school library ie 


never a problem shen sdministered by the public library aystem*®. 
A large part of the literature on she subject of the hich school 
library is a report on specific instances of cooperation between 
the treo organizations. The following «sys are frequently mentioneds 








a 

(2) Collections of books are lent to the high school library; (3) 

the city librarian aeeistes Sigh school pupile in finding particular 

. referonces or to prepare a bibliography, (3) the city librarian 
gives training to high sehool pupile in the use of the library, 
@ithor individually or in olassee; (4) the high school library is 

a part of the oity library, or at Least under the control of the 
public libvary. j§ Ayrea,in the Cleveland Survey, shows a food 

| example of cooperation between the publio and the schoo] library. 
ORGANIZATION OF THE SCHOOL LIBRARY: Directions as to oatalog~ 

= . ite, secesctoning, eharging, rules for borrovers, binding and sending, 

O80, are found in most estate manucls, particularly in the Winnesota, 

P Tennessee, and in Part 1 of the Oregon state high sohool iiete. 

=. The adaption of the Dewey system of classifiestion mentioned in the 

| bulletin ieeudd by the federal Bureau of Education in 1017, "Library 

Books for the High Sehools®, compiled by Martha Fileon, should be 

adopted by all me achoole. Almost any estate manual will be sont 

upon request. The best books now available for high agheo] librar- 

fans who have had no training are Mise Hitehler's "Cataloging for 

mall Libraries" and Ward's “High Sohoeol Library®. These books 

are published by the Aclede Publiching Board, 78 Bast Vashington 

Street, Chicago, Illinois. Also the chapter on "Seleotion of Books® 

by Pays nas Eaton in thoir book *Tae Use of Books and Librarise"® is 

vsluable. Pur ther aide may be found in the bibliography. 

iq PROPESSTONAL TRAINING IN LIBRARY PORK: In a previous paragraph 
beoke were suggested for tho high school librarian who has had little 

or no professional training. As to the amount of professional 

) | training of Illinole high sehool librarians our questionnaire indi-~ 

* -—ontoas in sohoole of Group IV, 27% of the schools reporting had 








47 





a some one in charge of the hich ‘erage library who had no profeasion~ 
al training whatever in library work; in Group III, 55% had no 
training; in Group II, 80%, and in Group I, 95% were without library 
tradnings These figures speak for themselves; no comment is neees- 
| sary. In the writer's estimation, the Statistics in regard to the 
professional training of the high seheol librarian is the beet oricf 
suymary which could be given on the high echcol librarics of Illinote. 
‘The high eehool librarian should always have professional 1i- 
brary training from sources acceptable to the Anerioan Library 
Association. Ho one should be allowed to take charco of a high 
eehool library with lees than sight weeke! training in a profeseion- 
od library egheol, or in lieu of that, a year's susesseful experi- 
onee in a wolleorganized high school library of at least 3000 vol- 
umes oF evere In addition to this professional training, 4121 bigh 
aghool librarians should have the general eduoational and personal 
quslifications demanded for high school teachers in the state of 


_ *Tiitnotes the Oregon and Texas atate departaenta of education 


re@onmend that in any eohoeol esploying st least ten teachers, the — 
tenth teacher should be a full-time librarian who has graduated from 
a standard twoeyoar library school. This is avery asbitious pro- 
gfam and would probably sot be clearly within the possibilities in 


‘S most states. However, it does seem feasible to require thie in 





all schools in the state cf Illinois enrolling over cight hundred 

- pupils. In sohools a@ little emaller ~ those enrolling betwoon 
five hundred and eight hundred pupile = graduation from 4 one-year 
| prof sasional iibrary souree should be required. Schools enrolling 
between five hundred and two hundred fifty pupile should require 
geome one in charge of the high echool ‘ibrary who has had at leaat 


Ne y rf 
“ é 








ny TAP 


“ot gp eee. ony a alee 4 —_— 
eae ae a Dae vie 2 
rom. x : : a — 


oa ae oe 


cn yeu , 


: o* nba — training in a recognized library sehool, or a 


 yearte experience in @ large well-organized public library. In 
the ‘smallest high echools having less than two hundred fifty pupils 
in attendance, the teacher in charge of the library should have at. 


_ Least eight wooks* training in a professional library sehool. 


COURSES OF STUDY POR PUPILS IN THE USE OF THE LIBRARY: In 


-owblining the work pupile are expected to oover in learning , the 
- _ gorrect uae of the sahool library no prevision has been made for a 





- sinimun length of time in weeks or hours per semester. The whole 

purpose of the course suggested is to teach the use of books and 

the library intelligently. The time is not the important factor. 
| Talis surrested gcurse is not necessarily to be a new ®"subject® 


in sohool. It oan easily be given es a part of the work in Ene- 
. lish or social sclence. owever, if it is impossible to secure a 


trained librarian to give these lessens, they should, at lesst, be 
under the eupervision of a profeesicnal librarian. After the 
seventn grade, most of these lessons should be given in the soheol 
or a library. 
| : Seventh Grade 
me eonstruction ef a book (actual dissection of a beck before the 
‘@lase oxplaining the uses and construction of the yes ta 

How to oare for books properly 
to use the elementary dietionary 

use of an olementary enoyolopecia 
fhe uee cf maps and atlases 
Phe oard gard index and ite uses 


Eights Grade 


q Study of the organization of a book «~ the significance and use of 


the preface, tadle of contents, index, appendix, bibliography 
‘fhe evolution of the library 
The present public library and its importance 

_ The organization of the library 

1 cs of Classification. (Dewey deoimal ays tem) 








4 





49 . 


a4 lis eal their size and: use 
tions of the national and state ~ vernments 


Yinth Grade 


Methods of testing ¢ the reliability of a book 

ya = panne, periodicals and preserve them for future use 
oo greeny and equip an individual library 

fhe i gs the unabridged dictionary and encyclopedia 


7 The preparation of short and simple bibliographies 


Tenth Grade 


The preparation of an extended bibliography 
to use Poole*s index and the Readerts guide. 

Method of seleoting booke which bear on the subjecot being 

. invectigated 

The AcLeAse liete and publications of the various departments of 
other states and the federal government 

Inveatigating the contents of the bibliography, what net to include 
in taking notes 


PINAL SUMMARY OF SUGGESTIONS FOR 
ILLINOIS HIGH SCHOOL LIBRARIES 


ls Selentifio selection of books for the high school geet 


properly Glaseified, and @ high school library in every high schoo 


Se Every teacher writing for a firstegrado Gertifioate or 
better, to pause an examination on the uee, care and adminiatration 
hy ey sohool library. If oertifieate is granted on the basis of 

ai po work dona, credit for tires semester houre in sonia | 
etration raquired, 


Se No achool library not under the administration of some one 


havi at least eighteen weeks in some standard library sehcel, in 


' g@didition to the other academic and professional requiresentsa set 
dy the North Central Association of Colleges and Secondary Scheola. 


Ragular and continuous appropriations fer the high school 
“.tprary by boards of education, 


Se Courses in library inatruotion given in ‘each yoar of the 
high soneci. 


A state high echool librarian having general supervision 
of mt “hich eohool libraries. 


If the writer was required to confine himself te one single sug- 
stion it would be this: Let the state Depirtment of Education in 
iinois work out and put in prnatios a system of organization for 


4 ti 


. 


g & ‘o a \ 
b! hd a A mm 
i Sibi Be. 
Ph Paya 
rm hl 
iS Agee “ee 
Soe. x 
> 2S Ge 


wea? Bee Bo x 











Lia seth 


my, 





Certain, CC. 


fall, VE. 


High Sehool 
Librarian'a 


Rathbone 


Davie and 
—¢ 


Hosic, Jets 


Springfield 
Survey 


51 
BIBLIOGRAPHY 


A--Coneral 


Standaré Library Orzanization ond Equivment for 
Secondary Schools of Different Sises. Ageri- 
oan Library Association, 7& East Washington 
Street, Chieaco, Tilineis. Cost price of 
pamphlet, #.40. 


Fhat to Read on High School Libraries (Bibli- 
ograchy). Wilson Bulletin, June 1916. Same 
topic continued by same author in Filson 
Bulistin, No. 15, Vol. I, March, 1919. 

H.%. Yilson Coe, S86 Univ. AV@., Hew York, H.Y. 


Pive Foot Sheif. 
Vol. I, 1919. 
Kew York, w.Y¥- 


Sehool Libraries. 
Edueation®. 


Wilson Bulletin, No. 15, 
BE. @ Bilson Co., “58 Univ. Ave., 


In Wonrceats *"Cyclopetia of 


B~-The sdministration of 
the hich school library. 


Aid in Putting the Hich.Scheol Library on an 
Efficiency Basis. Wilecn Bulletin, June 
1816, pe 117. 


Cleveland Educational Survey; fection of the 
Public Litrary and the Public Schools, Chapters 
3 and 8. Published by Division of Education, 
Ruseel caze Foundation, New York, N.Y. 


Library Aide for Teachers and Seheol Librarians, 


Published 2016, oy H.3. Filson Cos, S56 Univ. 
AV@e, Now York, R.Ye Price $.10. 


Report of Comrittee on High School Library 
Equivcment for Teaching Enclish. U.S. Bureau 
of Eéucation, Bulietin Bo. &, 1917. Cost 
price $.25. ; 


Report on condition of high school libraries. 
Publio Libraries, Jan. 1816, Vol. 21, pace 12. 


sur 
cit 


+ re 
. EIBRANT 
UNIVERSITY OF (LLEINDIS 





Png 








o 




















oh ea el 


t Pk 


‘gies i eet: 


a 


, 
| 


State School 
Library Lars 
and Book-lists 


NR me es wie sem Tome ae: A a 


Bostwick, AE. 


Mo Knight, E.B. 
White, E. 


Wood, Harriett 


Eastman, Linda 


‘Sunn, Janet #. 


Fay and Eaton 


43 


Bibliography o In Zileon Bulletin No. 21, 
Yol. I. He. “Waleon Co., 958 University 
AV@e, New York, N.Y. 


Phat the High School Teather Should Know about 
the Use of Books and Libraries. Library 
Journal, Sert. 1915. Vol. 40, Peres 640-41. 


C--Publie Library Branches in 
High Scheols. 


Relationship between the Library and the Public 
Schools; Reprints of addreesea and papers with 

notes. H.%. Wilson Co., @58 Univeraity Ave., 

Sew York, H.Y¥. Cost price $1.50. 


The High School Branch of the Newark Public 
se bang 4 Newark Public Library, Newark, B.Y. 
Priee 2.50 ath | 

The High School Library as a Branch of the 
Pubiie Library. Library Journal, July 1°16, 
Pages 5274-26. 


Administration of Hich Scheol Libraries as 
Branch Libraries of Public Libraries. Library 
Journal. Sept. 1914, Vol. 32, e 659-682. 


De-The Hich Gohool Library Room 
snd ite Equipment 


Furniture, Pixtures and Equipment. Americon 
Library Association, 78 Bass Yashington Street, 
Chicago, Tliinois. Price *.20. 


Plannine and Equipping a High School Library. 
Public Libraries, Nov, 1915, Vol. 20, p. 406- 
403. 


Also in Library Journal, Dee. 1915, Vol. 40, 
Pe 825. 


Use of Bocoke and Libraries. mr. 377-80. Bos- 
zea Book Co., Boston, Yassachucetts. Price, 
2.26. 


The School Library ) | 
Room — Im YVileson Bulletin III, 1913. H.%. Filson Co., 958 
Univ. Ave., Hew. York, N.Y. 


. 
all 
4 
™ “7 ‘ 











i. 2 ee 


Pay and Zaton 


Herton, Marion 


”“Lavrary Service 


for Schools 


State Migh Seheol 


Book-Lists 


 WAleon, Martha 


or 


Connolly, L- 


Bea School Course 


vrse, Florence 


Lamb, Georgs 





Library Books for High Schools. 


price §1.50. 
eubjeot.) 


53 


The School Library Reom. In School and 
Edueations JON» 1916, Vole 35, pe A9-50. 


E--Reocent Aids in Book 
Sealeotion 


Materiales on Geography which may be obtained 
free or at amall cocoate jHoreal School Bulle- 
tin Nos 54, Oots 1916. Ysastorn Illinois 
State Normal Sohool, Charleston, Illinois. 


Selestion of books and magazines for the 
high echocl gett Be pecee 149-83 in "Use 
of Booka and Libraries Beaton Book Co., 
Boston, Hassachucette "price $2.25. 


Periodicals in the High School Library. 
ere Journsi, July 1916, Vai. 41, De 5A2— 
"Ss 


Bulletin iseued by State Derartment of Bdauca- 
tion of Maseachuestte for use in the High 
Echoola of the State by Teachers and School 
Lidrariang. 


Addrese the State Superintendent of Education 
in the following statest=- New York, Minne 
aota, Fiscoonsin, Tennessee, Oregon. 


U.&. Bureau 


of Eauoation Bulletin Ho. 41, 1917. Price 
PeeLibrary Inetruction of 
High Schooi Pupils 
How to use a Library; a Manual of Library 


Eoonomy. Hels Filson Co., B58 Univ. Av@., 
New York, N.¥. Ccst prise $2.00. 


How to use the Library. "ngiiesh Journal, 
Mareh 1916, Vol. &, pP.e 196@Z01. 


Reference Guides and How to Use Them. The 
ee Company, Detroit, Michicane  Ccst 
tA moet important work on the 


Lessons in the Use of the Library. 
Library.  Sraddook, Pa. Pree. 


Carnegie 


Bibliography on Teashi the Use of the Hi 
a pawente Library 


h 
“ Journal 1921, Vols 








Breck, Ezra 


Cartain, C.G. 


Crosa, L.%. 





,  .@hurchili, JA. 
ee. 

‘Dana, 7.0. 

wr Fletcher, Yabel 
“ai Rall, YALE. 


\ Hartcreaves, R.T. 





i‘ or flercbere 


Johnston, o.H. 





Jordan, Alice 


Leasons on the Use of Books and Libraries 
Rand MoNelly Co., Chicaro, Illinoia. Cost 
erice *1.00.. . 


Library primer for the vse of Hich School Stu- 
denta in Yissouri. Univereity of Miseouri, 
Columbia, ¥Yissouri. 


Practieal Use of Books and Librarias. Boston 
Book Co., Boston, Mase. Cost price *1.50 ra 


Surrestive Outlines and Yethcia. Boaton Book 
Co., Boston, Wasa. Cost price *1.50. 


G--The Hovewent for Better Hich 
School Libraries and ita Sirmnifiesrnce in the 
Development of the Modern Hich Seheol. 


The Efficient Hich School Library. Enevlish 
Journal 1916, Yolk. 5, p.10-1%. (One of the 
best arguments for a modern high school library.) 


The Status of the Library in Southern Schools. 
Library Journal, Gert. 1915, Vol. 40, p. 633-27. 


Library fork with High School Purils. Public 
Libraries. Yarech 1916, Yol. 21, p. 117-20, 


The Relation of the Hich School to Nedern Ednoa~ 
tional Aima. Bational Educational Assoolation 
Rerorts for 1917; Vol. Sé, pe. 457-52. 


cat Libraries in High Schools. Newarker, oh. 
1915, Yol. 4, pe 75-76. 


The rt Na Bich School Library. Ene lish 
Journal, une 1915, Vol. 4, De 257-81. 


Development of the Bodern Hieh School. 
Library Journal, Sept. 1915, Yol. 40, .&6?7=5°. 


The Possibilities of the High School Library. 
Rational Edueational Aeeociation Procesdinres 
for 1915, Yoli. 83, Ce 750-34. 


Supervised Readine for High Sehool Purils. 
Eneliieh Journal 1915, Vol. 4, ¢. 375-82. 


Library Work and the Public Schools. Public 
Libraries, Deo. 1915, Vol. 26, p. 4157-50. 


Cooverstion between the Publie and the High 
Scheol Library. Public Libraries, April 1°16, 
Vol. 21, h. 185-65. 


) 








hi 5S 

+ Keyes, RK. How Ye Use our Public Library. English 

oN ae een ' Journal, Feb. 1914, Vol. 3, pe 86-82. 
 Logasea, Alannah Some Phases of the Library Study-room Manacement. 
Fast _ "  " S¢heol Review, Way 1916, Vol. 24, pe. 352-28. 
f - Morgen, Elia High School Libraries in California. ational 


Educational Aseceiation Procesdinze for 1915, 
Vol. 535 Pe 1071-73. 


Nexberry, YA. A Normal School Budget for the High School bLi- at 


brary. Wational Educational Association Pro- 
eeedings for 1914, pe. 817=20. 


Hewlon, Jesse - High Sehool Library Stendardization Aims from 
a . ; the View point of an Administrator, .f.A. 
bey hs ae reporta, Yol. 56, pe 450. 
‘North Central Report on Colleges and High Schools, Bulletia 
Association’ Ho. 6, Bureau of Education, Fashinegton, 0.¢. 
“ei Siege i ' - (Gives a comparison of the number of books in 
oi different subdjecte. ) a aR 
re Hig School Bulletin No. 73, Vol. ZIV, University of Illinois. 
_ bibraries | | | | 
Fibre y an : 
Warren, Irene Some High Sehool Problems of Interest to Teachers 
i, an ec . : and Librarians. Yileon Bulletin for Mareh 1915, 
be De 19-33. H.9. Bilson COs, 958 Univ. AV@s, 
2 New York, W.Y. 


Se Relation between Libraries and Sohcols ae shown 
fy | by Current Favoational Publications. Library 
Journal, June 1915, Vol. 40, ©. 447-50. 


| | teiaicarnete That should be done in Illinoie. Public Li- 


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‘Ward, G.0. The Hich School Library. Arerican Library 
ee Association, 7& East Yashington St., Chicaro, 
te 3 Illinois. Price ten cents. 

Aha ee 
 “-Walriame, Sherman High Sehcol Library Problems. H.Y. Librarian, 
ae Feb. 1915. 

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